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Political Dimension of Policy Implementation in Rufus Giwa Polytechnic, Owo, Ondo State, Nigeria

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Political Dimension of Policy Implementation in Rufus Giwa Polytechnic, Owo, Ondo State, Nigeria European Scientific Journal April 2020 edition Vol.16, No.11 ISSN: 1857-7881 (Print) e - ISSN 1857-7431 Political Dimension of Policy Implementation in Rufus Giwa Polytechnic, Owo, Ondo State, Nigeria Dare Ezekiel Arowolo, Adekunle Ajasin University, Nigeria Professor A. A. Agagu, PhD Ekiti State University, Nigeria Doi:10.19044/esj.2020.v16n11p136 URL:http://dx.doi.org/10.19044/esj.2020.v16n11p136 Abstract Despite the importance of higher education and the role it plays in national development, higher education is experiencing downward trends in Ondo State, Nigeria. This perhaps explains the proliferation of literature on higher education subsector but there has to date been little systematic evaluation of the consequences of political influence on policy implementation in Rufus Giwa Polytechnic, Owo. This article assesses the political context of policy implementation in Rufus Giwa Polytechnic, Owo. Using qualitative method, this article finds evidence of political interference in the implementation of recruitment and funding policies of the polytechnic as the major factor responsible for the low performance in the polytechnic. The findings are relevant both for understanding the political context of policy implementation and also for providing the necessary strategies for effective policy implementation in the polytechnic in particular and higher education subsector in Ondo State, Nigeria in general. Keywords: Higher Education, Policy Implementation, Political Context, Political Influence, Recruitment Introduction Education is conceived as the act of learning or the acquisition of knowledge, skills, values, beliefs and habits (Chimombo, 2005; Sperduti, 2017). According to Sperduti (2017), education can take place in both formal and informal settings. This is why Amadi, et al (2012) conceives education as any experience that affects thinking, feeling and acting. According to Osuji, et al (2006), education covers every stage of human lives from the moment a person is born and to the time of death; making it a “cradle to grave” activity. The process of education is holistic, involving a number of activities on the part of the teacher, the student, parents, the government and every citizen of 136 European Scientific Journal April 2020 edition Vol.16, No.11 ISSN: 1857-7881 (Print) e - ISSN 1857-7431 the country. It is the act of systematic development or training of the mind, capabilities or character through instruction or study. Taken collectively, education can be defined as a process of socialisation, enculturation and transmission of values and knowledge. It involves a process of developing mental ability and capacity for the purpose of self-improvement and the societal improvement. Education is an instrument for effecting national development (Yarmoshuk, et al, 2020). This point was emphasised by Okebukola (2005) when he stated that education is one of the basic means of human and cultural self-realization as well as a means of realizing the productive power of a nation. There is therefore a consensus that tertiary education plays a key role in the economic and social development of any nation (Awuzie, 2017; Gornitzka & Stensaker, 2002; Ndimande-Hlongwa, et al 2010; Ogbogu, 2013; World Bank, 2003; Yarmoshuk, et al, 2020). This assertion is particularly becoming truer in today’s globalized, information and knowledge-based economy. No country can successfully benefit from the globalized economy without a well-educated workforce (World Bank, 2003). The stakes are high in Sub-Sahara Africa (SSA) as it parades a seeming lack of capacity to compete on the international plane (Adamolekun, 2007; Ndimande-Hlongwa, et al 2010; World Bank, 2003). Therefore, the need for a well-educated workforce in order to engender sustainable development and reduce poverty in Africa has been stressed (Adetunji, 2015; World Bank, 2000). Despite this realization of a weak higher education in SSA countries, scholars and stakeholders are in agreement that higher institutions are often the major national institutions with the skills, equipment and mandate to generate new knowledge, and to adapt knowledge developed elsewhere to the local context (Awuzie, 2017; World Bank, 2000, 2003). For over two decades in SSA, there has been marked progression in the awareness of the need for higher education reforms to address the issue of weak capacity of higher institutions. This has led to many courageous changes in higher education policies; management and governance structure (World Bank, 2000, 2003). Effectiveness of these reforms, as noted by World Bank report, is however being hampered by four interrelated factors. These are the production of relatively too many graduates of dubious quality and relevance with little knowledge and direct development support; deteriorated quality of outputs in many SSA countries; exorbitant costs of higher education beyond the reach of the mass of the people; and, inequitable and economically inefficient pattern of higher education financing (Bryan, 2018; Wold Bank, 2003). In Nigeria, commitment to education has been stressed as an antidote to overcoming illiteracy and ignorance, and as a basis for accelerated national development (FRN & ILO, 2005; FGN, 2004; Moja, 2000; Odukoya, 2009). 137 European Scientific Journal April 2020 edition Vol.16, No.11 ISSN: 1857-7881 (Print) e - ISSN 1857-7431 This is contained in the 2004 National Policy on Education, which enunciates the philosophy and objectives of education as strategic guidelines for education in Nigeria. The objectives include, education as an instrument for national development and the use of education to foster the worth development of the individual, for each individual’s sake and the sake of the general development of the society. Others are the training of the mind in the understanding of the world around; and, the acquisition of appropriate skills and competencies as equipment for the individual to live in and contribute to the development of the society (FGN, 2004; FRN & ILO, 2005). The goal of education in Nigeria, as elsewhere, is to engender development (FGN, 2004; FRN & ILO, 2005). This task is also conditioned by the nature and types of policies formulated in the education sector. Policy formulation is also not an end in itself (Hudson, Hunter and Peckham (2019); it is part of a process of policy circle as it is organically linked to policy implementation. It is the manner and nature of implementation that determine the end success of policy. Put differently, actualising national development, using education as a tool, depends on policy implementation in the education sector (Amadi, et al, 2012). Policy implementation in education sector has a relationship with development (UNICEF, 2005). The level and manner of implementation also affect the level of development of a nation (Amadi, et al, 2012; FRN & ILO, 2005; Ogbogu, 2013; Odukoya, 2009). However, in spite of the relationship between education and development, the sector is bedevilled by a plethora of challenges (FGN & ILO, 2005; USAID, 2013). Of particular interest is the higher education subsector imbued with the potential for accelerating opportunities and sustaining development. This sector of education in Nigeria is itself stung with a myriad of challenges, including inadequacy of funding, deficiency in teaching and research, lack of autonomy, infrastructural deficit and a plethora of other challenges inhibiting policy implementation in this subsector (Adamolekun, 2007; Federal Ministry of Education, 2002). There are four levels of education as clearly spelt out by the national policy on education 2004: the pre-primary education and the basic education, of nine years, including six years in primary school and three years in Junior Secondary School (JSS). The other two are the senior secondary education (three years) and the tertiary education (comprising Universities, Polytechnics/monotechnics and Colleges of Education) (FGN, 2004; FGN & ILO, 2005). Out of these four levels of education, this study dwells on tertiary education in Ondo State with a particular focus on Rufus Giwa Polytechnic. This is because the polytechnic education plays a distinct role in the economy by providing technical manpower requisite for national development (RUGIPO, 1979). RUGIPO was selected because it is the first higher institution in the State; it has a longitudinal record of policy implementations; 138 European Scientific Journal April 2020 edition Vol.16, No.11 ISSN: 1857-7881 (Print) e - ISSN 1857-7431 and, attracts huge education budget allocations. However, the realisation of its mandate is being hampered inter alia by poor infrastructure arising from funding gap and crisis of manpower. Yet, there is a dearth of studies focussing on the influence of political appointees on the implementation of recruitment and funding policies in the polytechnic as the major important problem area. This is very significant in the sense that the impacts of political interference have a profound relationship with the recruitment and funding policies of the polytechnic, aimed at providing technical manpower for the society. This is one of the problem areas yet to be sufficiently interrogated. This problem area is germane because achieving the objective of polytechnic education depends largely on the political class. In analysing the problems of polytechnic education therefore, emphasis ought to be placed on the political side of policy process. The study will examine the impact of political interference in the implementation of
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